Meet the Harakeke Pia

Overview

In this first lesson of the eight-part Harakeke Pia Science Fair unit, students meet harakeke and make careful observations of its leaves and pia, the clear gel found at the leaf base. They build on everyday experiences of plants by noticing structures, recording evidence, and posing the investigation question: How might pia help the plant?

Learning intentions

Students will:

• observe a harakeke plant carefully and respectfully.
• describe the leaf and pia using evidence from what they see.
• draw and label a scientific observation.
• ask questions that could guide an investigation into how pia helps the plant.

Success criteria

• I can look closely without damaging the harakeke.
• I can record what I observe rather than only what I think.
• I can draw and label the leaf and pia.
• I can suggest a question or idea about how pia might help the plant.

Curriculum links

• Biological Science — How organisms meet their needs: comparing plant structures and explaining how they contribute to growth or survival.
• Biological Science — How organisms meet their needs: carrying out basic tests on how environmental factors affect plant growth.
• Biological Science — Support and movement: classifying plants by their structural support systems.
• Science — Years 0–3: observing and describing surroundings through direct, hands-on experiences.

Lesson structure (30 minutes)

1. 0–4 min · Hook and wonder. Teacher displays a close-up image of harakeke and asks, “What do you notice, and what do you wonder about this plant?” Open with the close-up harakeke hook slide and explain that the class will begin a science investigation about a plant important in Aotearoa New Zealand. Students silently notice for 30 seconds, then share one observation and one question with a partner.

2. 4–8 min · Meet the plant safely. Teacher introduces a real harakeke leaf or plant, models looking closely without pulling, cutting, tasting, or rubbing the plant, and identifies the leaf blade, leaf base, and clear pia. Revisit the harakeke parts and safety slides and point to the matching features. Students repeat the names, use their eyes to locate each part, and agree on respectful handling rules.

3. 8–13 min · Observe like scientists. Teacher models the sequence “Look, think, record” using the Science Observation Reference Poster and distinguishes an observation (“The pia looks clear and shiny”) from an idea (“The pia might protect the plant”). Show the observation prompts on the Look, Think, Record slide. Students work in pairs to examine a prepared leaf or photograph with a hand lens, discussing colour, shape, texture, position, and any visible pia. Do not ask students to touch the gel.

4. 13–23 min · Draw and label. Teacher distributes the harakeke observation sheet and demonstrates a large, simple scientific drawing with a title, labels, and an observation sentence. Keep the drawing instructions slide visible. Students independently draw the leaf and pia, adding labels such as leaf blade, leaf base, and pia where visible, then write two evidence-based observations. The teacher circulates, prompting: “What can you see?” and “Where exactly is it?”

5. 23–27 min · Build the investigation question. Teacher reveals the unit question on the investigation question slide: How might pia help the plant? Invite students to suggest possible ideas, such as keeping the leaf base moist, protecting it, or helping it stay healthy. Record ideas as possibilities, not facts. Students share one question or prediction with a partner and identify which ideas could be tested or observed in later lessons.

6. 27–30 min · Share and exit check. Teacher uses the closing discussion slide to ask, “What is one thing we know from observing, and what is one thing we still want to find out?” Students show their labelled drawing to a partner, then complete the final prompt on the worksheet: “I wonder if pia helps the plant by…” Collect drawings for planning the next lesson.

Resources

• Harakeke leaf or plant sample, prepared safely before the lesson
• Close-up photographs of harakeke and pia
• Hand lenses, one per pair where available
• Paper towels and a tray for the plant sample
• the Meet the Harakeke Pia slide deck
• the harakeke observation sheet
• the Science Observation Reference Poster
• Pencils, coloured pencils, and clipboards or firm writing boards

Assessment

• Listen during partner observations for students distinguishing what they can see from what they think might be true.
• Check drawings for a clear outline, relevant labels, and at least two observations based on evidence.
• Use the final “I wonder…” response to identify students’ understanding of pia and their readiness to develop investigation ideas in Lesson 2.

Differentiation

• Provide a labelled word bank with picture cues and sentence starters: “I can see…”, “The pia is…”, and “I wonder if…”.
• Pair students deliberately and offer a magnified photograph or teacher-scribed observation for students who find close observation or writing difficult.
• Allow students to draw, dictate, or record an oral observation; avoid requiring contact with the plant or gel for sensory-sensitive students.
• Extend confident students by asking them to explain why the position of pia at the leaf base might be useful and to identify a question that could be investigated fairly.